Cathy Burdette
Monday, August
17, 2009
Open
The 100 Chart
Summary
Session 1.4
The 100 Chart Students play Guess My Number on the number line and continue
working on counting activities. The 100 chart is introduced, and students
compare it to the number line.
State Standards
ALCOS 1, 2,
6, 3
Math Focus Points
- Using the
number line to reason about, and keep track of information about, the magnitude
and relationship of numbers - Fitting shapes together to cover an area -
Counting sets of up to 60 objects - Developing an understanding of the
structure of the 100 chart
Vocabulary
Materials
- Class number
line - Large clothespins or clips (2 per class) - Chart paper (1 sheet per
class; optional) - Pattern blocks (1 set per 6-8 students) - Connecting cubes
(at least 30 per student) - Pocket 100 chart (1 per class)
Professional Development
Read Ahead
of Time - Part 1: Using Investigations: A Collaboration with the Authors in
Implementing Investigations in Grade 2: The Teacher-Student-Curriculum
Partnership
What Time Is It?
Summary
Classroom
Routine 1.4 What Time Is It? Students work with a partner to practice setting
their clocks to whole-hour times. Students take turns suggesting and setting
the time.
State Standards
ALCOS 14
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Seeing a timeline as a representation of events over
time - Using a timeline to keep track of and compare time and events -
Determining the length of a given interval (e.g., 8:30 to 9:30) or activity
(e.g., math class) - Solving problems involving elapsed time
Vocabulary
Materials
-
Demonstration clock (1 per class) - Student clocks (1 per pair)
Professional Development
Tuesday, August
18, 2009
Open
Today's Number
Summary
Session 1.5
Today's Number The class discusses strategies for accurate counting. Students
are introduced to another Classroom Routine, Today's Number,
that involves generating equivalent expressions for a given number.
State Standards
ALCOS 1, 2,
6, 3
Math Focus Points
- Developing
strategies for counting accurately - Generating equivalent expressions for a
number - Using standard notation (>, <, +, -, =) to describe arrangements
of cubes, to record expressions that equal a given number, and to compare
quantities
Vocabulary
Materials
- Class
number line (1 per class) - Large clothespins or clips (2 per class) -
Connecting cubes (about 20 per student, optional) - Chart paper (2 sheets per
class) - Chart paper: Label the top of a sheet of chart paper "How We
Count."
Professional Development
Read Ahead
of Time - Part 4: Classroom Routines in Implementing Investigations in Grade 2:
Today's Number - Teacher Note: Does the Order Matter?,
p. 186
What Time Is It?
Summary
Classroom
Routine 1.5 What Time Is It? Students work with a partner to practice setting
their clocks to whole-hour times. Students take turns suggesting and setting
the time.
State Standards
ALCOS 14
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Seeing a timeline as a representation of events over
time - Using a timeline to keep track of and compare time and events -
Determining the length of a given interval (e.g., 8:30 to 9:30) or activity
(e.g., math class) - Solving problems involving elapsed time
Vocabulary
Materials
-
Demonstration clock (1 per class) - Student clocks (1 per pair)
Professional Development
Read Ahead
of Time - Part 4: Classroom Routines in Implementing Investigations in Grade 2:
Today's Number
Wednesday,
August 19, 2009
Open
Enough for the Class?
Summary
Session 2.1 Enough for the Class? Students determine how many children are in their
class and use this information to solve an Enough for
the Class? problem. Class discussion focuses on
strategies for finding the difference between two quantities.
State Standards
ALCOS 1, 2,
6, 3
Math Focus Points
- Counting a
quantity in more than one way - Comparing two amounts under 45 to find the
difference - Recording strategies for solving problems, including addition and
subtraction story problems
Vocabulary
- adding
Materials
- M9, Every
Hour on the Hour: At the end of the day, transfer What Time Is It? data to M9 for use in Session 2.3. - M10, Enough for the
Class? Make copies. (as needed) - Timer (that can time
up to an hour) - Connecting cubes (at least 30 per student; optional) -
Self-stick notes (as needed) - Chart paper: Title the chart paper "How
Many Students?" and divide it into two columns. Label the columns
"Children sitting at each table" and "Girls and boys in our
class." See page 64. - Counting Bag A: Fill a bag with connecting cubes in
2 colors. Put 12 more cubes in the bag than the number of students in your
class. Label the bag: "A".
Professional Development
Read Ahead
of Time - Teacher Note: Using Notation to Record Strategies, p. 187 - Part 6:
Teacher Notes for the Investigations Program in Implementing Investigations in
Grade 2: Discussing Mathematical Ideas - Dialogue Box: Are There Enough for the
Class?, p. 210
What Time Is It?
Summary
Classroom
Routine 2.1 What Time Is It? Set a timer so that it will ring every hour on the
hour over the course of the school day. Each time it goes off, stop and take
note of what the class is doing. Ask students what time it is, and record this
information, along with the name of the activity the class is involved in, on
the board and onto Every Hour on the Hour (M9). Ask students to describe the
position of the hands on the clock, and set the large demonstration clock to
show the time. This information will be copied to create a homework assignment
for students in Session 2.3.
State Standards
ALCOS 14
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Seeing a timeline as a representation of events over
time - Using a timeline to keep track of and compare time and events -
Determining the length of a given interval (e.g., 8:30 to 9:30) or activity
(e.g., math class) - Solving problems involving elapsed time
Vocabulary
Materials
- M9, Every
Hour on the Hour - Demonstration clock (1 per class) - Student clocks (1 per
pair) - Timer (that can time up to an hour)
Professional Development
Thursday,
August 20, 2009
Assessment: Counting Pennies
Summary
Session 2.2
Assessment: Counting Pennies Math Workshop includes an opportunity to assess
how students count a set of 60 pennies. Students also explore and describe coin
sets. A class discussion focuses on the attributes of pennies and nickels.
State Standards
ALCOS 6
Math Focus Points
- Identifying
coins and their values - Counting sets of up to 60 objects - Comparing two
amounts under 45 to find the difference
Vocabulary
- cents - penny - nickel - dime - quarter
Materials
- M10,
Enough for the Class? Make copies. (1 per student) - M11, Coins for Coin
Charts: Make 2 copies. (One is for use in Session 2.3.) - M12, Assessment
Checklist: Counting Pennies Make copies. (as needed) -
Real penny, nickel, dime, quarter (1 of each per student) - Pennies (3-4 sets)
- Chart paper: Title the chart paper "Coins" along the long side and
divide it into four columns labeled "Penny," "Nickel,"
"Dime," and "Quarter." Paste the coins from M11 in the
appropriate columns. See page 69 for an example. - Counting Bags: Fill 10-15
bags, each with 15-60 cubes in 2 colors. Label the bags B, C, D, and so on.
Professional Development
Read Ahead
of Time - Teacher Note: Money as a Mathematical Tool, p. 190; Observing
Students As They Count, p. 183
Today's Number: 9
Summary
Classroom
Routine 2.2 Today's Number: 9 As a class, students
generate addition and/or subtraction expressions that equal 9. Record the
expressions on a class chart that students can add to throughout the day.
State Standards
ALCOS 1, 2,
3, 6
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations
Vocabulary
Materials
- No
materials needed
Professional Development
Friday, August
21, 2009
Counting Strips
Summary
Session 2.3
Counting Strips Counting Strips, which offer practice with writing and reading
numbers to 100 and beyond, is added to Math Workshop. Class discussion focuses
on coin attributes and values.
State Standards
ALCOS
1,2,3,6
Math Focus Points
-
Identifying coins and their values - Counting, writing, and reading numbers
sequentially from 1 to 100 and beyond - Identifying how many pennies each coin
is worth - Comparing two amounts under 45 to find the difference
Vocabulary
Materials
- M9, Every
Hour on the Hour: Make copies after What Time Is It? data
from Session 2.1 has been written on it. (1 per student) - Materials for Enough
for the Class? See Session 2.2. - Materials for Assessment: Counting Pennies
See Session 2.2. - Tape - Real penny, nickel, dime, quarter (1 of each per student)
- 60 Pennies (2-3 sets) - Class coin chart (1 per class) - Counting strips: Cut
adding machine tape into strips about 2 feet long. (2 per class; 3-4 per
student) - Chart paper: Title the chart paper "How Many Pennies?" and
divide it into four columns. Label the columns "Name of the coin,"
"What does it look like?," "How much is
it worth?," and "How many pennies?" Paste the coins from M11 in
the second column. See page 83 for an example.
Professional Development
Read Ahead
of Time - Dialogue Box: What Comes After 109?, p. 212
What Time Is It?
Summary
Classroom
Routine 2.3 What Time Is It? Set the demonstration clock to a whole-hour time
such as 4 o'clock. Students record the time in digital format (e.g., 4:00).
Repeat several times to get a sense of how comfortable students are with
reading the clock to the whole hour.
State Standards
ALCOS 14
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Seeing a timeline as a representation of events over
time - Using a timeline to keep track of and compare time and events -
Determining the length of a given interval (e.g., 8:30 to 9:30) or activity
(e.g., math class) - Solving problems involving elapsed time
Vocabulary
Materials
- M9, Every
Hour on the Hour - Demonstration clock (1 per class) - Student clocks (1 per
pair) - Timer (that can time up to an hour)
Professional Development